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Academic Commons Search Resultsen-usThe black gender gap in educational attainment: historical trends and racial comparisonshttp://academiccommons.columbia.edu/catalog/ac:129479
McDaniel, Anne; DiPrete, Thomas A.; Buchmann, Claudia; Shwed, Urihttp://hdl.handle.net/10022/AC:P:9788Wed, 12 Jan 2011 00:00:00 +0000It is often asserted that the gender gap in educational attainment is larger for blacks than whites, but the historical trends that lead up to the current situation have received surprisingly little attention. Analysis of historical data from the U.S. Census IPUMS Samples shows that the gender gap in college completion has evolved differently for whites and blacks. Historically, the black female advantage in educational attainment is linked to more favorable labor market opportunities and stronger incentives for employment for educated black women. Males of both races have tended to delay completion of a college degree, but this pattern is disappearing as the striking educational gains of white women have caused the racial patterns of gender differences in college completion rates to grow more similar over time. Blacks in general and black males in particular continue to lag far behind whites in their rates of college completion. While some have linked the disadvantaged position of black males to their high risk of incarceration, our estimates suggest that incarceration has a relatively small impact on the black gender gap and the racial gap in college completion rates for males in the U.S.African American studies, Educationtad61Sociology, Columbia Population Research CenterWorking papersGender Inequalities in Educationhttp://academiccommons.columbia.edu/catalog/ac:129025
Buchmann, Claudia; DiPrete, Thomas A.; McDaniel, Annehttp://hdl.handle.net/10022/AC:P:9662Mon, 16 Aug 2010 00:00:00 +0000The terrain of gender inequalities in education has seen much change in recent decades. This chapter reviews the empirical research and theoretical perspectives on gender inequalities in educational performance and attainment from early childhood to young adulthood. Much of the literature on children and adolescents attends to performance differences between girls and boys. Of course achievement in elementary and secondary school is linked to the level of education one ultimately attains including high school completion, enrollment in post secondary education, college completion and graduate and professional school experiences. We recommend three directions for future research: (a) interdisciplinary efforts to understand gender differences in cognitive development and non-cognitive abilities in early childhood, (b) research on the structure and practices of schooling, and (c) analyses of the intersectionality of gender with race, ethnicity, class, and immigrant statuses in creating complex patterns of inequalities in educational experiences and outcomes.Gender studies, Educationtad61Sociology, Institute for Social and Economic Research and PolicyWorking papers